Read the passage. (1) queen victoria of england remained in mourning for several years after the death of her husband, albert. (2) victoria did not like to be seen in public during that time. (3) she remained in seclusion in the palace and let her son, the prince of wales, represent her at most public functions. (4) she eventually returned to public life after prime minister benjamin disraeli persuaded her to do so. (5) upon her return, victoria showed concern for england’s poor and needy, which endeared her to her subjects. which is the most effective way to vary the sentence patterns in the passage? lengthen sentence 5. start sentences with different parts of speech. invert most of the sentences. combine sentences 3 and 4.

Awell-written summary should be used o in place of reading an original text to you review something that you have already read

How does woodrow wilson make his central idea more persuasive? he argues that free trade and unrestricted commerce is the best way to ensure peace, he argues that the german people want peac and would welcome us intervention. he claims that the united states is now a major power and must restore peace, he concludes by arguing that only war can ensure others the peace and freedom that americans enjoy the answer is d. he concludes by arguing

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?